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PIVOT 4A BUDGET OF WORK (BOW) FOR SENIOR HIGH SCHOOL – CORE SUBJECTS
The PIVOT 4A Budget of Work (BOW) for Senior High School – Core Subjects is a
resource material in teaching SHS core subjects that contain and highlight the most
essential learning competencies (MELCs) as mapped from the K to 12 Basic Education
Curriculum for Senior High School.
How to Use this BOW?
The PIVOT 4A BOW for SHS – Core Subjects is composed of three (3) columns.
The first column is intended for the Quarter; the second one for the Most Essential
Learning Competencies (MELC); and the last one for the No. of Days Taught.
Quarter
Most Essential Learning Competencies (MELC)
(A)
(B)
No. of Days
Taught
(C)
(D)
(D)
(D)
In using the PIVOT 4A BOW for SHS – Core Subjects, it is important to understand
the figure above marked by the following specifications:
A.
B.
C.
D.
Quarter
Most Essential Learning Competencies (MELC)
Number of Days Taught
Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
But in some cases, MELCs were produced by rephrasing or merging/fusing
some LCs from the K to 12 Curriculum Guide for SHS.
Further, teachers should:





look for the grade level they are handling;
check the MELC/s to be taught in a particular quarter and/or semester;
take note that teachers, based from school planning and subject distribution,
may teach a particular subject either on first semester or second semester and
either on Grade 11 or Grade 12 while considering the subject pre-requisites and
co-requisites;
take note that the PIVOT 4A BOW presents the partition of MELCs in each
quarter but it does not mean that if this guide notes that Subject A be taught
in the first semester, the school cannot offer it on the second semester, i.e. this
guide identifies 21st Century Literature from the Philippines and the World as a
subject for the first semester; thus the MELCs are divided into Quarters 1 and 2;
however, if the school plans to offer this subject in the second semester; then,
the MELCs will be consequently adjusted to Quarters 3 and 4 accounting the
same distribution of MELCs per quarter;
be guided that all SHS Core Subjects, except for Physical Education and Health,
shall be taught for 32 days (4-hour sessions/week times 8 weeks/quarter) in a
quarter;
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

clmd/jsc
observe that Physical Education and Health shall be taught for eight (8)
meetings (1-hour session/week times 8 weeks) per quarter; and
design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
21ST CENTURY LITERATURE FROM THE PHILIPPINES
AND THE WORLD
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
Quarter 2
Writing a close analysis and critical interpretation of literary texts and doing
an adaptation of these require from the learner the ability to identify:
a. the geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial to the contemporary
b. representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the students’
region/province/town)
Compare and contrast the various 21st century literary genres and the ones
from the earlier genres/periods citing their elements, structures and traditions
Discuss how different contexts enhance the text’s meaning and enrich the
reader’s understanding
Produce a creative representation of a literary text by applying multi-media
and ICT skills
Do self- and/or peer-assessment of the creative adaptation of a literary text,
based on rationalized criteria, prior to presentation
Writing a close analysis and critical interpretation of literary texts, applying a
reading approach, and doing an adaptation of these, require from the
learner the ability to identify: representative texts and authors from Asia,
North America, Europe, Latin America, and Africa
Compare and contrast the various 21st century literary genres and their
elements, structures, and traditions from across the globe
Produce a creative representation of a literary text by applying multimedia
and ICT skills
Do self- and/or peer-assessment of the creative adaptation of a literary text,
based on rationalized criteria, prior to presentation
8
4
4
8
8
12
4
8
8
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
ORAL COMMUNICATION IN CONTEXT
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
Explains the functions, nature and process of communication
Differentiates the various models of communication
Uses various strategies in order to avoid communication breakdown
Examines sample oral communication activities
Identifies the various types of speech context.
Distinguishes types of speeches and speech style
Responds appropriately and effectively to a speech act
Employs various communicative strategies in different situations
4
4
4
6
4
10
Quarter 2
Explains that a shift in speech context, speech style, speech act and
communicative strategy affects the following:
Language form
Duration of interaction
Relationship of speaker
Role and responsibilities of the speaker
Message
Delivery
Uses principles of effective speech writing focusing on:
Audience profile
Logical organization
Duration
Word choice
Grammatical correctness
and
Articulation
Modulation
Stage Presence
Facial Expressions, Gestures and Movements
Rapport with the audience
16
16
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
READING AND WRITING SKILLS
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 3
Compare and contrast patterns of written texts across disciplines
Evaluate a written text based on its properties (organization, coherence and
cohesion, language use and mechanics)
Identify claims explicitly or implicitly made in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value
8
8
16
Quarter 4
Identify the context in which a text was developed
a. Hypertext
b. Intertext
Explain critical reading as reasoning
Formulate evaluative statements about a text read:
a. assertions about the content and properties of a text read; and
b. counterclaims in response to claims made in a text read
Determine textual evidence to validate assertions and counterclaims made
about a text read
Identify the unique features of and requirements in composing texts that are
useful across disciplines:
a. Book Review or Article Critique
b. Literature Review
c. Research Report
d. Project Proposal
e. Position Paper
Identify the unique features of and requirements in composing professional
correspondence:
a. Resume
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence
6
6
10
10
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
DISASTER READINESS AND RISK REDUCTION
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
Explain the meaning of disaster
Differentiate the risk factors underlying disasters
Describe the effects of disasters on one’s life
Identify areas/locations exposed to hazards that may lead to disasters
Analyze disaster from the different perspectives (physical, psychological,
socio-cultural, economic, political, and biological).
Explain the meaning of vulnerability
Determine the elements that are exposed to a particular hazard
Recognize vulnerabilities of different elements exposed to specific hazards
Differentiate among hazards, exposure, and vulnerabilities and give examples
from actual situations.
Define and cite examples of the types of hazards
Explain the impact of various hazards on different exposed elements
Identify various potential earthquake hazards
Recognize the natural signs of an impending tsunami;
Analyze the effects of the different earthquake hazards
Interpret different earthquake hazard maps;
Explain various volcano-related hazards
Recognize signs of an impending volcanic eruption
Interpret different volcano hazard maps;
4
4
4
4
4
6
6
Quarter 2
Discuss the different geological hazards
Analyze the causes of geological hazards
Recognize signs of impending geological hazards;
Interpret geological maps
Apply mitigation strategies to prevent loss of lives and properties
Recognize signs of impending hydrometeorological hazards
Interpret different hydrometeorological hazard maps
Use available tools for monitoring hydrometeorological hazards
Recognize elements of the fire triangle in different situations
Analyze the different causes of fires
Observe precautionary measures and proper procedures in addressing a fire
incident
Apply basic response procedures during a fire incident
Follow fire emergency and evacuation plans;
Discuss the key concepts, principles, and elements of DRR
Recognize the importance of DRR on one’s life
Discuss different community-based practices for managing disaster risk to
specific hazards
Develop a community preparedness plan;
Prepare survival kits and materials for one’s family and for public information
and advocacy
Explain DRR-related laws and policies
4
4
4
4
4
4
4
4
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
EARTH AND LIFE SCIENCE
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
Quarter 2
Recognize the uniqueness of Earth, being the only planet in the solar system
with properties necessary to support life.
Explain that the Earth consists of four subsystems, across whose boundaries matter
and energy flow.
Identify common rock-forming minerals using their physical and chemical
properties.
Classify rocks into igneous, sedimentary, and metamorphic
Describe where the Earth’s internal heat comes from.
Describe the changes in mineral components and texture of rocks due to
changes in pressure and temperature (metamorphism)
Describe how rocks behave under different types of stress such as
compression, pulling apart, and shearing
Explain how the movement of plates leads to the formation of folds and faults
Describe how layers of rocks (stratified rocks) are formed
Describe the different methods (relative and absolute dating) to determine
the age of stratified rocks
Explain how relative and absolute dating were used to determine the
subdivisions of geologic time
Describe how the Earth’s history can be interpreted from the geologic time
scale
Describe the various hazards that may happen in the event of earthquakes,
volcanic eruptions, and landslides
Using hazard maps, identify areas prone to hazards brought about by
earthquakes, volcanic eruptions, and landslides
Identify human activities that speed up or trigger landslides
Using hazard maps, identify areas prone to hazards brought about by tropical
cyclones, monsoons, floods, or ipo-ipo
Describe how coastal processes result in coastal erosion, submersion, and
saltwater intrusion
Explain the evolving concept of life based on emerging pieces of evidence
Describe how unifying themes (e.g., structure and function, evolution, and
ecosystems) in the study of life show the connections among living things and
how they interact with each other and with their environment
Describe the different ways of how representative animals reproduce
Describe the process of genetic engineering
Evaluate the benefits and risks of using GMOs
Describe the general and unique characteristics of the different organ systems
in representative animals
Analyze and appreciate the functional relationships of the different organ
systems in ensuring animal survival
Explain how populations of organisms have changed and continue to change
over time showing patterns of descent with modification from common
ancestors to produce the organismal diversity observed today
Describe how the present system of classification of organisms is based on
evolutionary relationships
Categorize the different biotic potential and environmental resistance (e.g.,
diseases, availability of food, and predators) that affect population explosion
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
EARTH SCIENCE
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
Quarter 2
Describe the characteristics of Earth that are necessary to support life
Explain that the Earth consists of four subsystems, across whose boundaries
matter and energy flow
Identify common rock-forming minerals using their physical and chemical
properties
Classify rocks into igneous, sedimentary, and metamorphic
Identify the minerals important to society
Describe how ore minerals are found, mined, and processed for human use
Describe how fossil fuels are formed
Explain how heat from inside the Earth (geothermal) and from flowing
water (hydroelectric) is tapped as a source of energy for human use
Identify the various water resources on Earth
Explain how different activities affect the quality and availability of water for
human use
Identify human activities, such as farming, construction of structures, and
waste disposal, that affect the quality and quantity of soil
Describe how people generate different types of waste (solid, liquid, and
gaseous) as they make use of various materials and resources in everyday
life
Explain how different types of waste affect people’s health and the
environment
4
Describe how rocks undergo weathering
Explain why the Earth’s interior is hot
Describe what happens after magma is formed
Describe how rocks behave under different types of stress such as
compression, pulling apart, and shearing
Describe the structure and evolution of ocean basins
Describe how layers of rocks (stratified rocks) are formed
Describe the different methods (relative and absolute dating) of
determining the age of stratified rocks
Explain how relative and absolute dating were used to determine the
subdivisions of geologic time
Describe how index fossils (also known as guide fossils) are used to define
and identify subdivisions of the geologic time scale
Describe the history of the Earth through geologic time
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
PHYSICAL SCIENCE
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
Give evidence for and describe the formation of heavier elements during
star formation and evolution
Explain how the concept of atomic number led to the synthesis of new
elements in the laboratory
Determine if a molecule is polar or non-polar given its structure
Relate the polarity of a molecule to its properties
Describe the general types of intermolecular forces
Explain the effect of intermolecular forces on the properties of substances
Explain how the structures of biological macromolecules such as
carbohydrates, lipids, nucleic acid, and proteins determine their properties and
functions
Use simple collision theory to explain the effects of concentration, temperature,
and particle size on the rate of reaction
Define catalyst and describe how it affects reaction rate
Determine the limiting reactant in a reaction and calculate the amount of
product formed
Describe how energy is harnessed from different sources:
a. Fossil fuels
b. Biogas
c. Geothermal
d. Hydrothermal
e. Batteries
f. Solar cells
g. Biomass
From product labels, identify the active ingredient(s) of cleaning products
used at home
Give the use of the other ingredients in cleaning agents
4
4
4
4
4
4
4
4
Quarter 2
Explain how the Greeks knew that the Earth is spherical
Cite examples of astronomical phenomena known to astronomers before
the advent of telescopes
Explain how Brahe’s innovations and extensive collection of data in
observational astronomy paved the way for Kepler’s discovery of his laws of
planetary motion
Explain the subtle distinction between Newton’s 1st Law of Motion (or Law of
Inertia) and Galileo’s assertion that force is not necessary to sustain horizontal
motion
Describe how the propagation of light, reflection, and refraction are
explained by the wave model and the particle model of light
Explain how the photon concept and the fact that the energy of a photon is
directly proportional to its frequency can be used to explain why red light is
used in photographic dark rooms, why we get easily sunburned in ultraviolet
light but not in visible light, and how we see colors
Cite experimental evidence showing that electrons can behave like waves
Differentiate dispersion, scattering, interference, and diffraction
Explain various light phenomena such as:
a. Your reflection on the concave and convex sides of a spoon looks
different
b. Mirages
c. Light from a red laser passes more easily though red cellophane
than green cellophane
d. Clothing of certain colors appear different in artificial light and in
sunlight
e. Haloes, sundogs, primary rainbows, secondary rainbows, and
supernumerary bows
f. Why clouds are usually white and rainclouds dark
g. Why the sky is blue and sunsets are reddish
Describe how Hertz produced radio pulses
4
4
4
8
4
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Quarter
Most Essential Learning Competencies (MELC)
Explain how special relativity resolved the conflict between Newtonian
mechanics and Maxwell’s electromagnetic theory
Explain the consequences of the postulates of Special Relativity (e.g.,
relativity of simultaneity, time dilation, length contraction, mass-energy
equivalence, and cosmic speed limit)
Explain the consequences of the postulates of General Relativity (e.g.,
correct predictions of shifts in the orbit of Mercury, gravitational bending of
light, and black holes)
Explain how the speeds and distances of far-off objects are estimated (e.g.,
doppler effect and cosmic distance ladder)
Explain how we know that we live in an expanding universe, which used to
be hot and is approximately 14 billion years old
No. of Days
Taught
4
4
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
GENERAL MATHEMATICS
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
represents real-life situations using functions, including piece-wise functions.
evaluates a function.
performs addition, subtraction, multiplication, division, and composition of
functions
solves problems involving functions.
represents real-life situations using rational functions.
distinguishes rational function, rational equation, and rational inequality.
solves rational equations and inequalities.
represents a rational function through its: (a) table of values, (b) graph, and
(c) equation.
finds the domain and range of a rational function.
determines the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational
functions
solves problems involving rational functions, equations, and inequalities.
represents real-life situations using one-to one functions.
determines the inverse of a one-to-one function.
represents an inverse function through its: (a) table of values, and (b) graph.
finds the domain and range of an inverse function.
solves problems involving inverse functions.
represents real-life situations using exponential functions.
distinguishes between exponential function, exponential equation, and
exponential inequality.
solves exponential equations and inequalities.
represents an exponential function through its: (a) table of values, (b) graph,
and (c) equation.
finds the domain and range of an exponential function.
determines the intercepts, zeroes, and asymptotes of an exponential function.
solves problems involving exponential functions, equations, and inequalities.
represents real-life situations using logarithmic functions.
distinguishes logarithmic function, logarithmic equation, and logarithmic
inequality.
solves logarithmic equations and inequalities.
represents a logarithmic function through its: (a) table of values, (b) graph,
and (c) equation.
finds the domain and range of a logarithmic function.
determines the intercepts, zeroes, and asymptotes of logarithmic functions.
solves problems involving logarithmic functions, equations, and inequalities.
4
4
4
4
4
4
4
4
Quarter 2
illustrates simple and compound interests.
distinguishes between simple and compound interests.
computes interest, maturity value, future value, and present value in simple
interest and compound interest environment.
solves problems involving simple and compound interests.
illustrates simple and general annuities.
distinguishes between simple and general annuities.
finds the future value and present value of both simple annuities and general
annuities.
calculates the fair market value of a cash flow stream that includes an
annuity.
calculates the present value and period of deferral of a deferred annuity.
illustrate stocks and bonds.
distinguishes between stocks and bonds.
describes the different markets for stocks and bonds.
analyzes the different market indices for stocks and bonds.
illustrates business and consumer loans.
distinguishes between business and consumer loans.
4
8
4
4
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Quarter
Most Essential Learning Competencies (MELC)
solves problems involving business and consumer loans (amortization,
mortgage).
illustrates and symbolizes propositions.
distinguishes between simple and compound propositions.
performs the different types of operations on propositions.
determines the truth values of propositions.
illustrates the different forms of conditional propositions.
illustrates different types of tautologies and fallacies.
determines the validity of categorical syllogisms.
establishes the validity and falsity of real-life arguments using logical
propositions, syllogisms, and fallacies.
No. of Days
Taught
4
4
4
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Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
STATISTICS AND PROBABILITY
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 3
illustrates a random variable (discrete and continuous).
distinguishes between a discrete and a continuous random variable.
finds the possible values of a random variable.
illustrates a probability distribution for a discrete random variable and its
properties.
computes probabilities corresponding to a given random variable.
illustrates the mean and variance of a discrete random variable.
calculates the mean and the variance of a discrete random variable.
interprets the mean and the variance of a discrete random variable.
solves problems involving mean and variance of probability distributions.
illustrates a normal random variable and its characteristics.
identifies regions under the normal curve corresponding to different standard
normal values.
converts a normal random variable to a standard normal variable and vice
versa.
computes probabilities and percentiles using the standard normal table.
illustrates random sampling.
distinguishes between parameter and statistic.
identifies sampling distributions of statistics (sample mean).
finds the mean and variance of the sampling distribution of the sample
mean.
defines the sampling distribution of the sample mean for normal population
when the variance is: (a) known; (b) unknown
illustrates the Central Limit Theorem.
defines the sampling distribution of the sample mean using the Central Limit
Theorem.
solves problems involving sampling distributions of the sample mean.
illustrates the t-distribution.
identifies percentiles using the t-table.
identifies the length of a confidence interval.
computes for the length of the confidence interval.
computes for an appropriate sample size using the length of the interval.
solves problems involving sample size determination.
4
4
4
4
4
4
4
4
Quarter 4
illustrates: (a) null hypothesis; (b) alternative hypothesis; (c) level of
significance; (d) rejection region; and (e) types of errors in hypothesis testing.
identifies the parameter to be tested given a real-life problem.
formulates the appropriate null and alternative hypotheses on a population
mean.
identifies the appropriate form of the test-statistic when: (a) the population
variance is assumed to be known; (b) the population variance is assumed to
be unknown; and (c) the Central Limit Theorem is to be used.
identifies the appropriate rejection region for a given level of significance
when: (a) the population variance is assumed to be known; (b) the
population variance is assumed to be unknown; and (c) the Central Limit
Theorem is to be used.
computes for the test-statistic value (population mean).
draws conclusion about the population mean based on the test-statistic
value and the rejection region.
solves problems involving test of hypothesis on the population mean.
formulates the appropriate null and alternative hypotheses on a population
proportion.
identifies the appropriate form of the test-statistic when the Central Limit
Theorem is to be used.
identifies the appropriate rejection region for a given level of significance
when the Central Limit Theorem is to be used.
computes for the test-statistic value (population proportion).
4
4
4
4
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Quarter
Most Essential Learning Competencies (MELC)
draws conclusion about the population proportion based on the test-statistic
value and the rejection region.
solves problems involving test of hypothesis on the population proportion.
illustrates the nature of bivariate data.
constructs a scatter plot.
describes shape (form), trend (direction), and variation (strength) based on a
scatter plot.
calculates the Pearson’s sample correlation coefficient.
solves problems involving correlation analysis.
identifies the independent and dependent variables.
calculates the slope and y-intercept of the regression line.
interprets the calculated slope and y-intercept of the regression line.
predicts the value of the dependent variable given the value of the
independent variable.
solves problems involving regression analysis.
No. of Days
Taught
4
4
4
4
Page 317 of 349
Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON/
PAMBUNGAD SA PILOSOPIYA NG TAO
Most Essential Learning Competencies (MELC)
Quarter 1
Quarter 2
Distinguish a holistic perspective from a partial point of view
Nakikilala ang pagkakaiba ng pangkabuuang pananaw mula sa pananaw
ng mga bahagi lamang
Realize the value of doing philosophy in obtaining a broad perspective on
life
Nahihinuha na: Mahalaga ang pamimilosopiya upang magkaroon ng
malawakang pananaw sa buhay.
Do a philosophical reflection on a concrete situation from a holistic
perspective
Nakapagmumuni-muni sa isang suliranin sa isang pilosopikong paraan at
nakagagawa ng pamimiloosopiya sa buhay
Distinguish opinion from truth
Nakikilala ang pagkakaiba ng katotohanan sa opinyon
Realize that the methods of philosophy lead to wisdom and truth
Nahihinuha na patungo sa katotohanan ang mga pamamaraan ng
pamimilosopiya
Evaluate truth from opinions in different situations using the methods of
philosophizing
Natataya ang katotohanan at opinyon sa iba’t ibang sitwasyon gamit ang
pamamaraan ng pamimilosopiya
Recognize how the human body imposes limits and possibilities for
transcendence
Nakikilala na: Binibigyan ako ng hangganan at posibilidad ng aking
katawan
Evaluate own limitations and the possibilities for their transcendence
Natataya ang mga pagkakatakda (hangganan) at pagsasaibayo
(posibilidad) ng sarili
Notice things that are not in their proper place and organize them in an
aesthetic way
Napapansin ang mga bagay na wala sa wastong lugar at naisasaayos ito
nang ayon sa kagandahan
Show that care for the environment contributes to health, well-being and
sustainable development
Napatutunayan na ang pagkalinga sa kapaligiran ay nakatutulong sa
pagkamit ng kalusugan, kagalingan, at likas-kayang kaunlaran
Demonstrate the virtues of prudence and frugality towards environments
Naipamamalas ang pagiging masinop sa pakikibagay sa kanyang mga
kapwa nilalang at sa kapaligiran
Evaluate and exercise prudence in choices
Natatasa kung siya ay maingat sa pagpapasya o hindi
Realize that:
a. Choices have consequences.
b. Some things are given up while others are obtained in making
choices
Nakikilala na:
a. May kahihinatnan ang bawat pagpili.
b. May binibitawan at may makukuha sa bawat pagpili.
Show situations that demonstrate freedom of choice and the consequences
of their choices
Nakapaglalahad ng mga sitwasyon kung saan naipakikita ang pagpili at
kahihinatnan ng mga ito bawat pagpili.
Realize that intersubjectivity requires accepting differences and not imposing
on others
Nakikilala na ang pakikipagkapwa-tao ay ang pagtanggap sa pagkakaiba
ng kapwa at hindi pagpataw ng sarili
No. of Days
Taught
8
8
8
8
8
8
Page 318 of 349
Quarter
Most Essential Learning Competencies (MELC)
Explain that authentic dialogue means accepting others even if they are
different from themselves
Nakapagpapaliwanag na ang tunay na diyalogo ay ang pagtanggap sa
kapwa bilang kapwa kahit na siya ay iba sa akin
Performs activities that demonstrate an appreciation for the talents of
persons with disabilities and those from the underprivileged sectors of society
Nakapagsasagawa ng isang gawain na nagpapamalas ng mga talento ng
mga may kapansanan at kapus-palad
Recognize how individuals form societies and how individuals are
transformed by societies
Nakikilala kung paano nahuhubog ng tao ang lipunan at kung paano
nahuhubog ng lipunan ang tao
Compare different forms of societies and individualities (eg. Agrarian,
industrial and virtual)
Nakapaghahambing ng iba’t ibang uri ng lipunan (hal. agraryo, industriyal
at birtwal)
Explain how human relations are transformed by social systems
Nakapagpapaliwanang na nagbabago ang mga ugnayan ng tao dahil sa
sistema ng lipunan na kinabibilangan niya
Enumerate the objectives he/she really wants to achieve and to define the
projects he/she really wants to do in his/her life
Nakapagtatala ng mga bagay na tunay na gusto niyang gawin (Ano ang
gusto niyang maging?)
Reflect on the meaning of his/her own life
Nakapagsusulat ng pagninilay tungkol sa kahulugan ng kanyang buhay sa
konteksto ng tao bilang tumutungo sa kamatayan (Saan hahantong ang
lahat ng ito?)
No. of Days
Taught
8
8
Page 319 of 349
Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
PERSONAL DEVELOPMENT
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
Quarter 2
explain that knowing oneself can make a person accept his/her strengths
and limitations and dealing with others better
share his/her unique characteristics, habits, and experiences
discuss the relationship among physiological, cognitive, psychological,
spiritual, and social development
evaluate his/her own thoughts, feelings, and behaviors
show the connections between thoughts, feelings, and behaviors in actual
life situations
Discuss developmental tasks and challenges being experienced during
adolescence
Evaluate one’s development through the help of significant people around
him/her ( peers, parents, siblings, friends, teachers, community leaders)
Identify ways that help one become capable and responsible adolescent
prepared for adult life
Discuss understanding of mental health and psychological well-being to
identify ways to cope with stress during adolescence
Identify causes and effects of stress in one’s life
Demonstrate personal ways to cope with stress and maintain mental health
Discuss that understanding the different parts of the brain, processes and
functions may help in improving thoughts, behaviour and feelings.
Explore ways on how to improve brain functions for personal development
Develop a personal plan to enhance brain functions
discuss that understanding the intensity and differentiation of emotions may
help in communicating emotional expressions
explore one’s positive and negative emotions and how one expresses or
hides them
demonstrate and create ways to manage various emotions
discuss an understanding of teen-age relationships, including the
acceptable and unacceptable expressions of attractions
express his/her ways of showing attraction, love, and commitment
identify ways to become responsible in a relationship
distinguish the various roles of different individuals in society and how they
can influence people through their leadership or followership
compare one’s perception of himself/herself and how others see him/her
conduct a mini-survey on Filipino relationships (family, school, and
community)
appraise one’s family structure and the type of care he/she gives and
receives, which may help in understanding himself/herself better
make a genogram and trace certain physical, personality, or behavioral
attributes through generations
prepare a plan on how to make the family members firmer and gentler with
each other
Explain that understanding different factors, career development concepts
and personal life goals influence career planning and decision-making.
Identify career options based on different factors, career development
concepts and personal life goals
Prepare a career plan based on the identified career options to attain
personal life’s goals
explain the factors in personal development that may guide him/her in
making important career decisions as adolescents
share insights that make him/her realize the importance of personal
development in making a career decision as adolescent
construct a creative visualization of his/her personal development through of
the various stages he/she went through, stressors, influences, and decisionmaking points, and a personal profile analysis
4
4
4
4
4
4
4
4
16
16
Page 320 of 349
Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
Discuss the nature, goals and perspectives in/of anthropology, sociology and
political science*
Analyze the concept, aspects and changes in/of culture and society*
Explain the importance of cultural relativism in attaining cultural
understanding*
Analyze the significance of cultural, social, political and economic
symbols and practices*
Explain the context, content, processes, and consequences of socialization*
Analyze the forms and functions of social organizations*
4
6
4
6
6
6
Quarter 2
Explain the forms and functions of state and non-state institutions*
Examine the functions and importance of education in the society*
Examine the concept, characteristics and forms of stratification systems using
sociological perspectives*
Explain government programs and initiatives in addressing social inequalities
e.g. local, national, global
Suggest ways to address social inequalities (local, national and global)*
Examine human responses to emerging challenges in contemporary societies*
*These learning competencies were rephrased and deemed most essential in the achievement of content and performance
standards.
4
6
6
4
6
6
Page 321 of 349
Level
Subject Group
Subject
Markahan
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
KOMUNIKASYON AT PANANALIKSIK SA WIKA
AT KULTURANG PILIPINO
Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Bilang ng
Araw
Unang
Markahan
Naiuugnay ang mga konseptong pangwika sa mga napakinggang
sitwasyong pangkomunikasyon sa radyo, talumpati, at mga panayam
Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong
pangwika
Naiuugnay ang mga konseptong pangwika sa mga napanood na
sitwasyong pang komunikasyon sa telebisyon (Halimbawa: Tonight with
Arnold Clavio, State of the Nation, Mareng Winnie,Word of the Lourd
(http://lourddeveyra.blogspot.com)
Naiuugnay ang mga konseptong pangwika sa sariling kaalaman, pananaw,
at mga karanasan
Nagagamit ang kaalaman sa modernong teknolohiya (facebook, google,
at iba pa) sa pag-unawa sa mga konseptong pangwika
Nabibigyang kahulugan ang mga komunikatibong gamit ng wika sa lipunan
(Ayon kay M. A. K. Halliday)
Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa pamamagitan ng
napanood na palabas sa telebisyon at pelikula (Halimbawa: Be Careful with
My Heart, Got to Believe, Ekstra, On The Job, Word of the
Lourd(http://lourddeveyra.blogspot.com))
Naipaliliwanag nang pasalita ang gamit ng wika sa lipunan sa
pamamagitan ng mga pagbibigay halimbawa
Nagagamit ang mga cohesive device sa pagpapaliwanag at pagbibigay
halimbawa sa mga gamit ng wika sa lipunan
Nakapagsasaliksik ng mga halimbawang sitwasyon na nagpapakita ng
gamit ng wika sa lipunan
Nakapagbibigay ng opinyon o pananaw kaugnay sa mga napakinggang
pagtalakay sa wikang pambansa
Nasusuri ang mga pananaw ng iba’t ibang awtor sa isinulat na kasaysayan
ng wika
Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa
pagkabuo at pag-unlad ng Wikang Pambansa
Nakasusulat ng sanaysay na tumatalunton sa isang partikular na yugto ng
kasaysayan ng Wikang Pambansa
Natitiyak ang mga sanhi at bunga ng mga pangyayaring may kaugnayan
sa pag-unlad ng Wikang Pambansa
Nakagagawa ng isang sanaysay batay sa isang panayam tungkol sa
aspektong kultural o lingguwistiko ng napiling komunidad
4
4
4
4
4
4
4
4
Ikalawang
Markahan
Natutukoy ang iba’t ibang paggamit ng wika sa mga napakinggang
pahayag mula sa mga panayam at balita sa radyo at telebisyon
Natutukoy ang iba’t ibang paggamit ng wika sa nabasang pahayag mula
sa mga blog, social media posts at iba pa
Nasusuri at naisasaalang-alang ang mga lingguwistiko at kultural na
pagkakaiba-iba sa lipunang Pilipino sa mga pelikula at dulang napanood
Naipapaliwanag nang pasalita ang iba’t ibang dahilan, anyo, at
pamaraan ng paggamit ng wika sa iba’t ibang sitwasyon
Nakasusulat ng mga tekstong nagpapakita ng mga kalagayang pangwika
sa kulturang Pilipino
Natutukoy ang iba’t ibang register at barayti ng wika na ginagamit sa iba’t
ibang sitwasyon (Halimbawa: Medisina, Abogasya, Media, Social Media,
Enhinyerya, Negosyo, at iba pa) sa pamamagitan ng pagtatala ng mga
terminong ginamit sa mga larangang ito
Nakagagawa ng pag-aaral gamit ang social media sa pagsusuri at
pagsulat ng mga tekstong nagpapakita ng iba’t ibang sitwasyon ng
paggamit sa wika
2
4
4
4
Page 322 of 349
Markahan
Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Natutukoy ang mga angkop na salita, pangungusap ayon sa konteksto ng
paksang napakinggan sa mga balita sa radyo at telebisyon
Nabibigyang kahulugan ang mga salitang ginamit sa talakayan
Napipili ang angkop na mga salita at paraan ng paggamit nito sa mga
usapan o talakayan batay sa kausap, pinag-uusapan, lugar, panahon,
layunin, at grupong kinabibilangan
Nahihinuha ang layunin ng isang kausap batay sa paggamit ng mga salita
at paraan ng pagsasalita
Nakabubuo ng mga kritikal na sanaysay ukol sa iba’t ibang paraan ng
paggamit ng wika ng iba’t ibang grupong sosyal at kultural sa Pilipinas
Nasusuri ang ilang pananaliksik na pumapaksa sa wika at kulturang Pilipino
Naiisa-isa ang mga hakbang sa pagbuo ng isang makabuluhang
pananaliksik
Nagagamit ang angkop na mga salita at pangungusap upang mapagugnay-ugnay ang mga ideya sa isang sulatin
Nakasusulat ng isang panimulang pananaliksik sa mga penomenang kultural
at panlipunan sa bansa
Bilang ng
Araw
2
4
4
8
Page 323 of 349
Level
Subject Group
Subject
Markahan
Ikatlong
Markahan
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
PAGBASA AT PAGSUSURI NG IBA’T IBANG TEKSTO
TUNGO SA PANANALIKSIK
Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Natutukoy ang paksang tinalakay sa iba’t ibang tekstong binasa
Natutukoy ang kahulugan at katangian ng mahahalagang salitang
ginamit ng iba’t ibang uri ng tekstong binasa
Naibabahagi ang katangian at kalikasan ng iba’t ibang tekstong binasa
Nakasusulat ng ilang halimbawa ng iba’t ibang uri ng teksto
Nagagamit ang cohesive device sa pagsulat ng sariling halimbawang
teksto
Nakakukuha ng angkop na datos upang mapaunlad ang sariling tekstong
isinulat
Naiuugnay ang mga kaisipang nakapaloob sa binasang teksto sa sarili,
pamilya, komunidad, bansa, at daigdig
Naipaliliwanag ang mga kaisipang nakapaloob sa tekstong binasa
Nagagamit ang mabisang paraan ng pagpapahayag:
a. Kalinawan
b. Kaugnayan
c. Bisa
Sa reaksyong papel na isinulat
Nakasusulat ng mga reaksyong papel batay sa binasang teksto ayon sa
katangian at kabuluhan nito sa:
a. pamilya
b. komunidad
c. bansa
d. daigdig
Bilang ng
Araw
4
4
4
4
4
4
8
Ikaapat na
Markahan
Nasusuri ang ilang halimbawang pananaliksik sa Filipino batay sa layunin,
gamit, metodo, at etika sa pananaliksik
Nabibigyang kahulugan ang mga konseptong kaugnay ng pananaliksik
(Halimbawa: balangkas konseptwal, balangkas teoretikal, datos empirikal,
atbp.)
Naiisa-isa ang mga paraan at tamang proseso ng pagsulat ng isang
pananaliksik sa Filipino batay sa layunin, gamit, metodo, at etika ng
pananaliksik
Nagagamit ang mga katwirang lohikal at ugnayan ng mga ideya sa
pagsulat ng isang pananaliksik
Nakabubuo ng isang maikling pananaliksik na napapanahon ang paksa
4
4
4
4
16
Page 324 of 349
Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
MEDIA AND INFORMATION LITERACY
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 3
Describe how communication is influenced by media and information
Identify the similarities and differences between and among media literacy,
information literacy, and technology literacy
Discuss responsible use of media and information
Explain how the evolution of media from traditional to new media shaped the
values and norms of people and society
Compare and contrast how one particular issue or news is presented through
the different types of media (print, broadcast, online)
Contrast indigenous media to the more common sources of information such
as library, internet, etc.
Present an issue in varied ways to disseminate information using the codes,
convention, and language of media
Cite practical situation when to apply knowledge in intellectual property,
copy right, and fair use guidelines
Create a campaign add to combat digital divide, addiction, and bullying
4
4
4
4
4
4
8
Quarter 4
Cite an example of an issue showing the power of media and information to
affect change
Describe the impact of massive open on-line
Discuss the implication of media and information to an individual and the
society
Describe the different dimensions of:

text information and media

visual information and media

audio information and media

motion information and media

manipulative information and media

multimedia information and media
Analyze how the different dimensions are formally and informally produced,
organized, and disseminated
Evaluate a creative multimedia form (living museum, electronic portfolio,
others)
Produce a creative text-based, visual-based, audio-based, motion-based,
and manipulative-based presentation using design principle and elements
4
4
8
4
4
8
Page 325 of 349
Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
Researches on various contemporary art forms, techniques and
performance practices
Describes various contemporary art forms and their practices from the
various regions
Explains Filipino artists’ roles and identify their contribution to contemporary
arts
Analyzes contemporary art forms based on the elements and principles
Relates the significance of arts forms from the regions
Critiques available local materials and appropriate techniques used in
creating art
Explicates the use of available materials and the application of techniques
8
4
4
4
4
4
4
Quarter 2
Conceptualizes contemporary art based on techniques and performance
practices in their locality.
Applies artistic skills and techniques in the process of creation
Creates the intended final product using appropriate materials for the best
possible output
Incorporates contemporary characteristics to one’s creation with attention
to detail
Promotes arts from the regions
8
16
4
4
Page 326 of 349
Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
PHYSICAL EDUCATION AND HEALTH (GRADE 11)
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
Self-assesses health-related fitness (HRF). status, barriers to physical activity
assessment participation and one’s diet
Sets Frequency Intensity Time Type (FITT) goals based on training principles to
achieve and/or maintain health-related fitness (HRF).
Engages in moderate to vigorous physical activities (MVPAs) for at least 60
minutes most days of the week in a variety of settings in- and out-of-school
Analyzes physiological indicators such as heart rate, rate of perceived
exertion and pacing associated with MVPAs to monitor and/or adjust
participation or effort.
Observes personal safety protocol to avoid dehydration, overexertion, hypoand hyperthermia during MVPA participation
4
4
Quarter 2
Demonstrates proper etiquette and safety in the use of facilities and
equipment
Participates in an organized event that addresses health/fitness issues and
concerns
Recognizes the value of optimizing one’s health through participation in
physical activity assessments
Organizes fitness event for a target health issue or concern
2
2
2
2
Second
Semester
Quarter 3
Quarter 4
Describes the role of physical activity assessments in managing one’s stress
Self-assesses health-related fitness (HRF) status, barriers to physical activity
assessment participation and one’s diet
Sets FITT goals based on training principles to achieve and/or maintain HRF.
Engages in moderate to vigorous physical activities (MVPAs) for at least 60
minutes most days of the week in a variety of settings in- and out-of school
Observes personal safety protocol to avoid dehydration, overexertion, hypoand hyperthermia during MVPA participation
Participates in an organized event that addresses health/fitness issues and
concerns
Organizes sports event for a target health issue or concern
2
2
2
2
2
3
3
Page 327 of 349
Level
Subject Group
Subject
Quarter
:
:
:
SENIOR HIGH SCHOOL
CORE SUBJECT
PHYSICAL EDUCATION AND HEALTH (GRADE 12)
Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
Self-assesses health-related fitness (HRF). status, barriers to physical activity
assessment participation and one’s diet
Sets FITT goals based on training principles to achieve and/or maintain HRF
Engages in moderate to vigorous physical activities (MVPAs) for at least 60
minutes most days of the week in a variety of settings in- and out-of-school
Analyzes physiological indicators such as heart rate, rate of perceived
exertion and pacing associated with MVPAs to monitor and/or adjust
participation or effort
2
2
2
2
Quarter 2
Observes personal safety protocol to avoid dehydration, overexertion,
hypo- and hyperthermia during MVPA participation
Demonstrates proper etiquette and safety in the use of facilities and
equipment
Participates in an organized event that addresses health/fitness issues and
concerns
Organizes fitness event for a target health issue or concern
2
2
2
2
Second
Semester
Quarter 3
Self-assesses health-related fitness (HRF) status, barriers to physical activity
assessment participation and one’s diet
Sets FITT goals based on training principles to achieve and/or maintain HRF
Engages in moderate to vigorous physical activities (MVPAs) for at least 60
minutes most days of the week in a variety of settings in- and out-of-school
Analyzes physiological indicators such as heart rate, rate of perceived
exertion and pacing associated with MVPAs to monitor and/or adjust
participation or effort
2
2
2
2
Quarter 4
Observes personal safety protocol to avoid dehydration, overexertion,
hypo- and hyperthermia during MVPA participation
Demonstrates proper etiquette and safety in the use of facilities and
equipment
Participates in an organized event that addresses health/fitness issues and
concerns
Organizes fitness event for a target health issue or concern
2
2
2
2